A Comparison of Accuracy of Selected Models for Predicting Academic Performance of Junior College Transfer Students

1972 ◽  
Vol 66 (3) ◽  
pp. 111-114 ◽  
Author(s):  
John Marcus Nickens
Keyword(s):  
Academic Performance ◽  
Transfer Students ◽  
Junior College ◽  
College Transfer ◽  
College Transfer Students

scholarly journals A Comparison of Factors Related to University Students’ Learning: College-Transfer and Direct-Entry from High School Students

2015 ◽  
Vol 45 (2) ◽  
pp. 168-192
Author(s):  
Anita Acai ◽  
Genevieve Newton
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
University Students ◽  
Transfer Students ◽  
Learning Approach ◽  
Articulation Agreements ◽  
College Transfer ◽  
College Transfer Students

Articulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and highly encouraged in others. In this study, we compared learning in college-transfer and direct-entry from high school (DEHS) students at the University of Guelph–Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals. Our results show that while college-transfer students tend to be older than DEHS students, they do not significantly differ in either learning approach or academic performance. This is an important finding, suggesting that college-transfer programs are a viable option for non-traditional university students. We conclude that the academic success of college-transfer students is attainable with careful consideration of policies, such as admissions criteria, and the drafting of formal articulation agreements between institutions.  

scholarly journals Transfers from College to One Ontario University: A Four-Year Outcome Study

2015 ◽  
Vol 45 (1) ◽  
pp. 18-36
Author(s):  
Jo Stewart ◽  
Felice Martinello
Keyword(s):  
Academic Success ◽  
Transfer Students ◽  
Policy Implications ◽  
Outcome Study ◽  
College Transfer ◽  
Follow Up Study ◽  
Academic Suspension ◽  
Students First ◽  
College Transfer Students

In this follow-up study, college students who transferred to one Ontario university in 2008–2009 were compared to non-transfer students using several different measures of academic success at university. When compared to non-transfer students, college transfer students earned fewer credits each year, had lower GPAs, and were less able to earn credits from course attempts. The differences were small for students’ first and second years but larger in years three and four. Despite the lower GPA, college transfer students were not more likely than non-transfer students to be eligible for academic suspension. College transfer students also attempted fewer courses and were much less likely to persist to Year 4. By spring 2012 (after four years of university), the college transfer students were more likely than non-transfer students to have graduated, but their degree of choice was a 15-credit three-year degree (as opposed to a 20-credit four-year honours or non-honours degree). Policy implications are discussed.  

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